The purpose of this creative research project was to develop and evaluate three units of study for the Ichthyology course (Zoology 444/544) offered at Ball State University. Three audio-visual tape/ slide modules were developed entitled: Fish Topography and Measurement, Perch Dissection, and The Lampreys. These instructional modules were presented via Caramate 35mm rear-screen projectors to members of the Ball State University Ichthyology classes in the 1978 and 1979 winter quarters. There were two main goals of these presentations: 1) testing of modules to improve the software through revision of the content, slides, and test questions, and 2) collection of pre- and post-test data for statistical evaluation of module effectiveness toward student short-term learning. After revisions were made to programed content, slides, and test questions, additional pre- and post-test data were collected by presenting the modules to 12 Ecology class students at Huntington College during the 1979 spring semester. A correlated, paired, one-tailed, t-test was computed to compare student means for pre- and post-test scores. Percent gains between pre- and post-test scores were also computed, and test reliability was evaluated using the Kuder-Richardson "20" formula. In addition, four members of the 1979 winter quarter Ichthyology class at Ball State University and 12 members of the Ecology class at Huntington College participated in a student evaluation questionnaire dealing with learning effectiveness, program quality, and testing.A total of six tested null hypotheses (0.05 level) stated that there would be no significant differences between the mean scores of each module's pre- and post-test scores for both the study groups. The t-test data revealed significant differences beyond the 0.0005 level for the three modules in both groups. Since there were significant increases in short-term learning for the three modules, all six null hypotheses were rejected.Mean percent gains comparing pre- and post-test scores were acceptable beyond the 60% level for all three modules of both study groups.The three modules had unacceptable post-test reliability coefficient levels (below 0.70) prior to revisions. After revisions, however, the three module post-tests showed acceptable reliability coefficients beyond the 0.70 level.A majority of students completing the evaluation questionnaire rated items either excellent or good.Items pertaining to learning effectiveness and testing were rated excellent or good by 88% of the students. Software quality was rated excellent or good by 61% of the students. Average module study time ranged from 50 minutes (Module II), to 80 minutes (Module III), with 50 minutes as the highest rated module study time. Students commented that 60 minutes would be an appropriate module study time.

There is no abstract available for this dissertation.

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology & Technology, 2003. / Includes bibliographical references (p. 205-210).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 119-124).

M.Ed. (Didactic Education) / All over the world History as a school subject is on the defensive. This phenomenon is usually attributed to a variety of causes. In general however, the reason for this crisis is seldom seen in the traditional approach and teaching of the subject. At university, the secondary and even the primary school the understanding of the past is the cornerstone for the study of History. Accordingly History has only by accident any real value for the child living in the present day society. potentially however, History is, due to man's historicity, one of the most fundamental ways of broadening his perspective. Unfortunately this basic fact is often neglected in the approach to and teaching of the subject. Educational principles are neglected and the content seems to be relatively meaningless to the pupils. There has been a general neglect of play or simulation games as a subject for research or study. Scientists, biologists, anthropologists and psychologists have studied play, but in most cases it has been concerned with animals. It is believed that in future the power of simulation as a learning tool will attain the consideration and support it should have. Only if History is restructured at all levels in accordance with sound educational principles and in an existentially relevant way, the subject will, at least in principle, regain the ground that has been lost.

M.A. / 1. Introduction There is a need for more effective ways in which marital preparation programmes can be presented, as the demand for psychological services exceeds the supply. Psychological education and the application of psychotechnological aids, consisting of printed and video material, computer technology and interactive video-systems may be a major source through which a solution for the above-mentioned problem may be found. 2. Aim of the present study The object of this study was to compare two ways of presenting marital preparation. The effectiveness of the traditional way in which marital preparation is presented, consisting of the help of a program presenter, was compared with the effectiveness of marital preparation presented by psychotechnological aids. 3. Method of research 3.1 The research design The research design selected for the purpose of this investigation was the N = 1 sample design. This design enables one to study a single subject or a couple intensively. The effect of certain interventions can thus be evaluated. Experimental evaluation in research where the N = 1 sample design is used, is found through graphical representation, visual inspection as well as a description of the graphics and visual interpretation. 3.2 The subjects Two engaged couples participated in the research project. Neither had any former experience of a marriage preparation programme. 3.3 The measuring instruments The measuring instruments used in this investigation were: (1) The Dyadic Adjustment Scale; (2) The Empathy Scale; (3) The Communication Skills Test; (4) The' Questionnaire on Positive Reinforcement; (5) The Scoring Procedures for Problem Solving Skills; (6) The Intimacy Questionnaire; (7) Qualitative evaluation. 3.4 The experimental procedure The subjects were exposed to the marriage preparation programme in separate ways. Both couples received a workbook for engaged couples. Supplementary to the workbooks the researcher served as the presenter to the control couple. The experimental couple received interactive video modules, to be completed after each session in the workbook. In spite of the different ways of presentation the subjects had to complete the above-mentioned measuring instruments after specific sessions. It was of utmost importance that the measuring procedure was precisely the same for both couples. On the completion of the program, an-interview situation was used to obtain the qualitative evaluation from each independent couple, in regard to content and presentation of the marital preparation programme. 5. Results of the investigation In regard to the results obtained in the investigation, it appeared that both forms of presentation was duly effective. Both the control and the experimental couples showed a definite improvement with regard to relationship adjustment, from being exposed to the marital preparation programme. It was irrespective of the form of presentation. The conclusion gained was that both forms of presentation should be used supplementary to each other to achieve optimal efficiency. It was shown that both forms of presentation had valuable learning processes.

This study is an attempt to show by analysis the extent to which visual aid is a contributing agency in progressive education, with particular reference to the rural high school. The study will include a resume of the development of visual aid in education; a statement of objectives which guide the use of such aids in the classroom; generalizations as to the importance of visual aid as determined by its many contributions and services rendered in school progress; a review of the criticisms and limitations that have been proposed by contemporary directors and students of research; and finally a summary and conclusion regarding the value of visual instruction.

The problem of this investigation has but one objective. The writer will attempt to determine a sound visual education program for a small high school.

No description available.

No description available.